Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery

Mode
2020

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Development Team of the Module:

Authors: Geralyn J. Acero, Stifanny S. Panoril,

Andresito S. Sorongon, Jr., Alma L. Calibo,
Rowena A. Guioguio, Lorly L. Miquiabas,
Noriza J. Esteban. Icel Jane H. Bete,
Jessriel N. Bayucot,
Marevel B. Caburnay
Editors: Stiffany S. Panoril
George B. Temonio
Grace B. Ganceña
Illustrator: Jay Michael A. Calipusan

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III

Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot, Jr.
Regional ADM Coordinator
Dr. Angelina B. Buaron
EPS, English

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E-mail Address: [email protected]
 SENIOR HIGH SCHOOL

CREATIVE WRITING/
MALIKHAING PAGSULAT
Quarter 1 – Module 2
Reading and Writing Poetry

by educators from public and private schools, colleges, and/or universities. This
instructional material was collaboratively developed and reviewed

We encourage teachers and other education stakeholders to email their

feedback, comments, and recommendations to the Department of Education
at [email protected].

Department of Education Republic of the Philippines

 MODULE 2

READING AND WRITING POETRY

OVERVIEW

Good day students. Welcome to Module 2 in our journey to become creative

writers! This module will introduce you to perhaps one of the oldest type of art
developed as a type of literary genre even before our ancestors have learned to write.
Folk stories have been told for generations in verses and other forms of poetic
language that had fascinated us even to this day.

This module has two lessons:

• Lesson 1: Elements of the genre

a. Essential elements
b. Elements for specific forms
c. Other experimental texts
d. Tone
• Lesson 2: Techniques and literary devices

At the end of this module, you are expected to:

1. identify the various elements, techniques, and literary devices in poetry ;

2. determine specific forms and conventions of poetry;
3. use selected elements of poetry in short exercises;
4. explore innovative techniques in writing poetry; and
5. write a short poem applying the various elements, techniques, and literary
devices.

1
 Before you go further, you should remember the
o following:

 do not put some markings on this Module as

there are still other students who will be using it. Use a separate notebook as a
REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL
your work according to the Module, lessons and the date you work on it;
 each Module has a brief instruction and followed by a list of objectives. Read them
and follow instructions carefully;
 before going over the activities, answer the PRE-TEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module. Note the skills or
strategies you tried to develop;
 after each activity, you need to go over the items which you think you failed.
Take the POST TEST when you think you have mastered all the activities.

2
Lesson ELEMENTS OF THE GENRE
1
What I Need To Know

At the end of this lesson, you are expected toidentify various

elements of poetry. (HUMSS_CW/MP11/12c-f-6)

What I Know
Answer the following questions to know how much you know about
poetry.

1. A segment of a poem that is divided into groups of lines is called a _________.

A. paragraph C. verse B. stanza D.

sentence

2. The voice of a poem is the _____.

A. tone C. speaker B. mood D. theme

3. The moral or message of the poem is _____.

A. mood C. speaker

B. tone D. theme

4. What do you call a picture created with words in a poem?

A. image C. theme B. tone D. rhyme

5. A language used in poetry that appeals to the senses is called _____.

A. metaphor C. simile B. imagery D. dialect

6. The pattern of beats made by stressed and unstressed syllables in the lines
of a poem is ______.

A. rhyme C. rhythm
B. stress D. tone

7. A three line poem about nature is called _____.

A. sonnet C. haiku

B. limerick D. tanaga

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 8. A theme that the author does not express directly, but suggests in a poem.
A. stated theme C. implied theme
B. Love D. Survival

What’s In

In the previous module, you learn the following concepts:

1. Creative writing is written mainly to entertain with the creativity of the mind.
2. Technical writing is written mainly to inform in a formal manner or to incite the
reader to make an action such as purchase the writer’s product.
3. Sensory details include sight, sound, touch, smell and taste.
4. Another note about sensory details, there’s no one sense that’s more important
than the other. It all depends on the scene you are trying to create. However,
the sight sense is a common feature in vivid writing.
5. Image is a representation of an experience or object perceived through the
senses – sight, smell, taste, touch and hearing.
6. Imagery on the other hand refers to words and phrases that create vivid
sensory. It is categorized into five (5) - visual imagery, auditory imagery,
olfactory imagery, tactile imagery and gustatory imagery.
7. Diction is the author’s choice or selection of words or vocabulary; the artistic
arrangement that words constitute. Inappropriate use of diction is called diction
error.
8. There are countless figures of speech but there are those which are commonly
used by authors - simile, metaphor, onomatopoeia, personification, apostrophe,
hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Reading and Writing Poetry

For most of us, we love poetry because it is a unique kind of language that expresses
our ideas, feelings and emotions in a meaningful way; not only using words but also
sounds, gestures, signs and symbols. Through poetry, we can relate our human
experiences and observations about life and the universe around us. While a song has
lyrics and is musically composed to move us emotionally, a poem is written in verses
that attempt to enhance our understanding of the world we live.

4
 What Is It

LESSON 2.1. Elements of Poetry

A. The Essential Elements: Theme, Tone and Mood

When I say essential elements, these are things that we can find in most if not all
forms and types of poetry. Every poem consists of a theme or an underlying message
of what the poem wanted to tell us.
There are several types of themes we find in poetry. Here are examples of
universal themes common to literature:
• abundance/scarcity • peer pressure

• abuse of power • greed • perseverance

• action vs. apathy • hate • Power of the mind vs

authority
• beating the odds • heritage
• prejudice
• beauty • heroes
• price of progress
• coming of age • honesty
• pride
• corruption • innocence
• quest for knowledge
• courage • justice
• religion
• effects of the past • love
• revenge
• faith • loyalty
• secrecy
• fall from grace • manipulation
• security/safety
• family • mothering
• seizing the moment
• fate • nature
• survival
• fear • need for change
• the overlooked
• fear of failure • obligation
• the road not taken •
• freedom • parent-child
relationships war
• friendship
• peace • winners and losers

5
 Equally important element in every poem is a tone. A tone is the attitude that we
feel when we read or listen to a poem. Some words that can describe the tone of a
poem are:

• Serious • Cheerful
• Humorous • Sad
• Amused • Gloomy
Angry
Poetry can evoke our emotions and feelings when we read it out loud. These
emotions and feelings help establish a certain atmosphere or mood. Some words
that
can describe the mood of a poem are:

• Romantic • Gloomy
• Realistic • Mournful
• Optimistic • Sorrowful
• Pessimistic

What’s More

Activity 1. Answer the following questions after each passage.

1. "The little house stood in the twilight with its gate ajar, creaking as the wind
blew. A shutter slammed against the house, and a curtain fluttered in the
breeze." What's the mood?
a) Happiness c) Sadness
b) Suspense d) Depressed

2. I'm a fine head of lettuce

A handsome romaine. But
I haven't a cranium Made
for a brain.
I am simple and shy I
remain on my own...
I am known in the garden”

Who/What is the speaker?

a) Mother making dinner b) Farmer in the garden

6
c) Dad cooking on the grill d) Head of lettuce

3. “What do I do/what do I do What

do I do to tie my shoe
Cross it over pull it tight
Loop it together well, I think that's right.”
Who is the speaker?
c) Parent of a student
a) Kindergarten Teacher
d) Kindergarten student
b) High School Teacher

4. “Little drops of water

Little grains of sand, Make
the mighty ocean And the
pleasant land. Thus the
little minutes
Humble though they be,
Make the mighty ages of eternity.”
What's the theme?
c) Sand is powerful
a) Time moves on d) Land is pleasant
b) Ocean is powerful

5. “My dead love came to me, and said:

'God gives me one hour's rest,
To spend with thee on earth again:
How shall we spend it best?'
'Why, as of old,' I said; and so We
quarreled, as of old:
But, when I turned to make my peace,

That one short hour was told.”

What is the tone of the passage?

a) ironic c) Cheerful
b) Suspenseful d) Humorous
6. “The sun was bright and the sky was clear. Joan jogged down the path with
Rex at her side and smiled about last night's victory.”
What's the tone?
a. Cheerful c. Determined
b. Depressing d. Suspenful

7
 Assessment

A. Match the following concepts in column A to their corresponding definitions in

column B. Write only the letter of the correct answer.

_____ 1. Mood A. The writer’s attitude toward a subject

_____ 2. Tone B. A type of literature based on the interplay

_____ 3. Speaker of words and rhythm

_____ 4. Poetry C. The feeling created by the poet

_____ 5. Theme D. The voice behind the poem

E. The lesson that the poem expresses

B. Match the following concepts in column A to their corresponding examples in

column B. Write only the letter of the correct answer.

_____1. Tone A. “I took the one less travelled by,

And that has made all the difference. “
- The Road Not taken by Robert
Frost
_____ 2. Theme B. “The river, reflecting the clear blue of

the sky, glistened and sparkled

as it flowed noiselessly on. “

-
Pickwick Papers by Charles
Dickens
_____ 3. Mood C. Teacher: “Congratulations everyone for a
project well done. You all deserve
good grades.”

Students: “Wow! That’s great Maam.’

_____ 4. Speaker D. “A boy and girl fall in love. The boy is

encouraged to finish his study first in the city as

his beloved waits at home. When he graduates
and earns a job, the two are united and got
married.”

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Lesson CONVENTIONAL FORMS OF
2 POETRY

What I Need To Know

At the end of this lesson, you are expected to determine specific forms
and conventions of poetry.
(UMSS_CW/MP11/12c-f-7)

What I Know

Match the description in column A to its corresponding answer in column B.

A B

1. Filipino short poem of four (4) A. dalit

lines with each line having 7 syllables

B. diona
2. tool that brings rhythm or
musicality in every poem

3. pattern of beats in poetry C. tanaga

4. Filipino short poem of four lines per D. rhyme

stanza; having eight syllables each line

5. short Filipino poem of three lines E. meter

with seven syllables each line

F. haiku

G. rhythm

9
 What Is It

Lesson 2.2. Types of Philippine Poetry

Poetry has always been a part of what we call kwentong bayan or folk stories.
We have passion for words; we love exploring the meaning of words. We enjoy writing
poems, in any poetic form. We have a diverse and rich Philippine literature mostly told
in poetry and passed down to us in oral form by our ancestors. Below are some types
of these poems or verses in poetic forms.

1. Tanaga is an indigenous type of Filipino short poem that is used traditionally in the
Tagalog language to impart lessons and reminders of our folks to young people. The
poetic art uses four (4) lines (quatrain) with each line having seven (7) syllables only.

Ang katoto kapag tunay

hindi ngiti ang pang-alay
kundi isang katapatan
ng mataus na pagdamay.

(KAIBIGAN ni Emelita Perez Baes)

Palay siyang matino,

Nang humangi’y yumuko;

Nguni’t muling tumayo

Nagkabunga ng ginto

(PALAY ni Ildefonso Santos)

A tanaga traditionally does not have a title. It is a poetic form that should speak
for itself. Most of these types of poems are handed down by oral history, and contain
proverbial forms, moral lessons, and snippets of a code of ethics.
Kabibi, ano ka ba? taynga,
May perlas, maganda Nagbubuntung-
ka; Kung idiit sa

10
 hininga! (KABIBI ni nadarama’t
Ildefonso Santos) nalalasap

ang pag-ibig na
matapat.
Wala iyan sa
(PAG-IBIG ni Emelita
pabalat at sa puso
Perez Baes)
nakatatak,
2. Dalit is an indigenous type of Filipino short poem that consists of eight syllables in
each line. There are four lines in each stanza with a single rhyme. Nag-aral siyang
pilit

Nang karangala’y makamit.

Buong buhay s’yang nagtiis.

Makapagtapos ang nais.

Ang pera niya’y tinipid,

Sa guro ay di sumipsip.

Markang mataas, nakamit:

Tagumpay nga ang kapalit.

(Zoren Mercurio)

3. Diona is an indigenous type of Filipino short poem that consists of seven syllables
in each line. There are three lines in each stanza with a single rhyme.

Ang payong ko’y si inay Aanhin ang yamang Saudi,

Kapote ko si itay O yen ng Japayuki

Sa maulan kong buhay Kung wala ka sa tabi

(Raymond Pambit) (Fernando Gonzales)

11
 Lesson RHYME & METER
3
What I Need To Know

At the end of this lesson, you are expected to be able to: distinguish
rhyme and meter.
(HUMSS_CW/MP11/12c-f-7)

What Is It
Lesson 2.3. Rhyme and Meter

Rhyme, along with meter, helps make a poem musical. In traditional

poetry, a regular rhyme aids the memory for recitation and gives predictable pleasure.
A rhyme is a tool utilizing repeating patterns that bring rhythm or musicality to
poems. This differentiates them from prose, which is plain. A rhyme is employed for
the specific purpose of rendering a pleasing effect to a poem, which makes its recital
an enjoyable experience.
Meter is a unit of rhythm in poetry; the pattern of the beats. It is also called a foot.
Each foot has a certain number of syllables in it, usually two or three syllables. The
difference in types of meter is which syllables are accented and which are not.
While rhyme is usually a repeating sound at the end of a line in a poem, rhythm is
the pattern created by it.

Sound (rhyme) Pattern (rhythm) Alipatong lumapag

(a)
Sa lupa — nagkabitak, (b) abbc
Sa kahoy nalugayak, (b)
Sa puso — naglagablab! (c)

(TAG-INIT)
ni Ildefonso Santos

A meter refers to the pattern formed by the beats in a line of poetry. Each pattern
is called a foot.

Meters in a tanaga poem:

1 foot

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 A-li-pa-tong | lu-ma-pag Sa kahoy nalugayak,

Sa lupa — nagkabitak, Sa puso — naglagablab!

Other Meters

• iamb – consists of an unstressed syllable followed by a stressed syllable.

Because it mimics the natural rhythm of language, it is the most common. Any
poetry anthology will contain more iambic pentameter than any other meter.
• pyrrhic –a foot with two unstressed syllables
• spondee – has two stressed syllables
• trochee – has a stressed syllable followed by an unstressed syllable
• anapest – consists of two unstressed syllables followed by a stressed syllable
• dactyl – consists of one stressed syllable followed by two unstressed syllables

Each set of meter is called a foot. The name of the meter is based on this pattern
and the length of the line:
1 foot monometer
2 feet dimeter

3 feet Trimeter

4 feet Tetrameter

5 feet Pentameter

6 feet Hexameter

7 feet Heptameter

8 feet octameter

What I Have Learned

Let’s summarize!
1. Theme is the underlying message of what the poem wanted to tell us.

2. Tone is the attitude felt when reading or listening to a poem.

3. Mood is the emotions and feelings that establish a certain atmosphere.

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4. Tanaga is an indigenous type of Filipino short poem with four (4) lines (quatrain) with
each line having seven (7) syllables only.

5. Dalit is an indigenous type of Filipino short poem that consists of eight syllables in
each line. There are four lines in each stanza with a single rhyme.
6. Diona is an indigenous type of Filipino short poem that consists of seven syllables
in each line. There are three lines in each stanza with a single rhyme.
7. Rhyme is a tool utilizing repeating patterns that bring rhythm.
8. Rhythm or the musicality to poems is the pattern created by rhyme.
9. Meter refers to the pattern formed by the beats in a line of poetry. The forms of meter
are: iamb (unstressed syllable followed by a stressed syllable), pyrrhic foot (two
unstressed syllables), spondee (stressed syllable followed by an unstressed
syllable), anapest (two unstressed syllables followed by a stressed syllable) and
dactyl (one stressed syllable followed by two unstressed syllables).
10. Each set of meter is called a foot. One foot is monometer, 2 feet is dimeter, 3
feet is trimester, 4 feet is tetrameter, 5 feet is pentameter, six feet is hexameter, 7
feet is heptameter and 8 feet is octameter.

Assessment
Write TRUE if the statement is correct. Otherwise, write FALSE.

1. Meter is a literary device in which the repetition of the same or similar

sounds occurs in two or more words, usually at the end of lines in poems
2. While rhyme is the repeating sound at the end of a line in a poem, rhythm
is the created pattern or beat.
3. “See you later, Alligator!” is an example of rhyme in poetry.
4. Meter is always focusing on the stressed syllabic pattern in a verse but
not with the unstressed pattern.
5. Tanaga is a type of Filipino poem, consisting of seven lines with seven
syllables each.
6. Each unit of rhythm is called a “body “of poetry.
7. In Diona, there are three lines in each stanza with a single rhyme.
8. “Tumatawag sa langit; Hiling sana’y makamit... Na tadhana’y Makita-
Malimot ang pagdududa.”
This type of poem is an example of Tanaga.
9. The dalit is a type of short Filipino poem, consisting of four lines with
eight syllables each.
Rhyme and meter help make a poem musical.

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Lesson FREE VERSE

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Write free verse.

What I Know

Write T if the statement is TRUE; and F if it is incorrect

1. A free verse is a poem without a regular pattern of meter or rhyme.

2. It is free of artificiality of a typical poetic expression.
3. It should follow a proper rhyme scheme; these poems do not have any set rules.
4. Like any other poems, it should have fixed set number of words or syllables per
line. 5. Its main purpose is to disregard all traditional rules of poetry because we
are now in the modern type of writing.

What’s New
Have you ever wanted to be somewhere with no rules to follow? Even
in poetry, some poets prefer to write poetry that doesn't follow any
rules. In this lesson, you will learn about free verse poetry.

What Is It

FREE VERSE

Free verse is also called vers libre, which is a French word meaning “free
verse.” It is a literary device that can be defined as poetry that is free from limitations
of regular meter or rhythm, and does not rhyme with fixed forms. Such poems are
without rhythm and rhyme schemes, do not follow regular rhyme scheme rules, yet still
provide artistic expression.

15
 In this way, the poet can give his own shape to a poem however he or she
desires. However, it still allows poets to use alliteration, rhyme, cadences, and rhythms
to get the effects that they consider are suitable for the piece.
Source: https://literarydevices.net/free-verse/

Examples Brussel’s Sprout

Yummy
Green balls of nutrition I
love them.
Drizzling in butter I want more.

Source: https://study.com/academy/lesson/free-verse-poems-lesson-for-kids.html

I Missed You
When i again heard your voice
As it echoed through the strings in my ears
I felt remorseful
For it makes me wonder
Was i not one of the lucky ones
Who stripped out the street
Dancing to the rhythm of 'I MISSED YOU'

Copyright © Saifullahi Sagir yusuf | Year Posted 2020

What’s More

Making use of the subject matters given below, choose one and write a free verse
poem.

pet hobby love virus

Kobe Bryant sports food Night life

16
 Assessment

Choose the letter of your answer.

1. What is a poem that has no recognizable pattern or rules, and their lines do not
rhyme in any regular way?
A. Traditional B. Free Verse C. Both A and B

2. Which of the following describes a free verse poem?

A. It follows no set rhythm.
B. It has no rhyme scheme.
C. It has no set number of words per line.
D. All of the above.

3. Which of the following lines would most likely be included in a free verse poem?
A. The clouds are blue B. Now it’s time to give a shout and you are too
Our team caught it; you are out!
C. Red, orange D. Math is so very fun
Color of the sun because I know 1 + 1 Angry
rays are everywhere

4. Which is TRUE about the function of FREE VERSE POEM?

A. It has exact poetic rhyme scheme.
B. It gives a greater freedom for choosing words, and conveying their meanings to the
audience
C. It follows its metrical lines.
D. It follows a five-five-five syllables

5. Which is the first step in developing a free verse poem?

A. Read the rough poem aloud
B. Move through your poem with an editor’s pen.
C. Choose your subject and write about it.
D. Check your rough poem to see if anything is missing.

17
Lesson LINE BREAK &
5 ENJAMBMENTS

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Determine line break and enjambments.

What I Know

Direction: Before going further, answer the given statements below to

determine how much you already know about the topic.
Match the concepts in Column A below with the corresponding definition or
description in Column B. Write only the letter of your answer.

A B
1. Imagery A. a figure of speech that makes an implicit, implied, or
hidden comparison between two things that are
unrelated, but which share some common
characteristics.
2. Typography B. refers to the typical structures used by writers in their
works to convey his or her messages in a simple manner
to the readers
3. Enjambments C. This type of written text is different from poetry in that
it has complete sentences organized into paragraphs
5. Line Breaks D. is an attitude of a writer toward a subject or an
audience
7. Tone E. a “no rules” poems that doesn’t have to have rhyme,
patterns, or meter.
8. Prose Poetry F. a poetic device that used at the end of the line
G. uses figures of speech to be more effective,
9. Literary Device persuasive, and impactful.

10. Metaphor H. means moving over from one line to another without
terminating punctuation mark
I. is the style, arrangement or appearance of printed
letters on a page
J. the visual of figurative language to create imaginary
visual representations of actions, objects, and ideas

18
Source: https://literarydevices.net

If all your answers are correct, very good! This shows that you already know
much about the topic. You may still study the module to review what you already know.
Who knows, you might learn some new things as well.
If you got a low score, don’t feel bad. This means that this module is for you. It
will help you understand some innovative techniques in writing poetry in your daily life.
If you study this module carefully, you will learn the answers to all the items in the test
and a lot more! Are you ready?

You may now go to exploring the innovative techniques in writing free verse
which are: line breaks, enjambment, and metaphor. You will also get to encounter
other experimental texts like typography and genre-crossing text. Lastly, dive into the
different tones of poetry.

19
 Read the lyrics/sing the song “Pero Atik Ra” by Jacky Chang.
“Pero Atik Ra” by Jacky Chang

Source:https://www.musixmatch.com/lyrics/Clark-Mantilla/Pero-
AtikRa/translation/english

What Is It

In this lesson, we are going to focus on how line, line breaks can affect
the meaning of the song/poem and how structure of the song/poem can actually be
used by the poet/songwriter to help them develop the theme of their poems or songs.
Poems/songs just like stories, have patterns that can help readers/audience interpret

20
the poet/songwriter’s message. The way that a poem/song is organized is called its
poetic structure. This refers to the so-called line, line breaks and enjambment. These
are present in free verse.

A Line Break is a poetic device which is used at the end of a line and the beginning
of the next line in a poem. It could be employed without traditional punctuation. A line
break in poetry is a method by which lines of poetry are divided to show a change in a
metrical pattern. Unlike prose, the poetry’s rhythmic pattern can be visually seen when
written using line breaks (Jose and Laroque, 2017: 96).
Looking at the lyrics of the song, it is broken down into stanzas with no exact
number of lines in each. There are 4 lines in the first stanza, followed by 3 lines and so
on. Take note that there is no exact metrical pattern for each line and no rhyme is
required as long as the writer is able to convey his/her message in a free verse style
of writing poem/song. This is now the beauty of writing a free verse poetry/song
because there are instances that we should go away with the traditional type of writing
poetry/song especially in our modern writers today. This writing style gives rise to
modern writers/aspirant writers to showcase their ideas/subject creatively and
uniquely. This is one of the evolutions of writing poetry today.
Line-breaks may or may not deal with different lines of thoughts. Each line of poetry
should seamlessly blend into the next line of poetry like the waves meet together at the
shore yet each holds on to its identity. Line breaks can be loosely classified into *end-
stopped line, enjambments, and *caesuras. Some additional key details about line
breaks:

• Line breaks divide poems into lines, and the length of lines determines the
appearance of the poem on the page: long and skinny, short and wide, or a
shape entirely its own.
• The location of a line break is often dictated by the number of syllables in the
line, but just as often it is freely chosen by the poet.
• Line breaks serve as an important function in setting the rhythm of a poem, since
they insert a pause between the final word of one line and the first word of the
next line. For this reason, line breaks conventionally occur where natural pauses
in language also occur—such as after punctuation, at the end of a thought, or
between distinct images.

Example

#1: Cymbeline (By William Shakespeare)

“With his own sword,
Which he did wave against my throat, I have ta’en
His head from him
I am absolute
‘Twas very Cloten” Explanation:

21
 There are two line break examples in the given passage. One line break cuts
the line, “I have ta’en his head from him” in the middle, placing the line break at the
end of the second line.
Another line break is used in the fourth line, “I” being a person has an absolute
meaning. These line breaks are determining the visual shape of this text.

Source: https://www.litcharts.com/literary-devices-and-terms/line-break

Notes to Teacher:

*End-stopped line put a rhythmic break at the end of each line, often reinforced by a
comma or period (Jose & Larioque, 2017). Look at these lines from William Wordsworth’s
poem “She Dwelt Among the Untrodden Ways”:

She live unknow, and few could know

When Lucy ceased to be, But
she is in her grave, and, oh, The
difference to me!

Explanation: Each line of the poem is an individual sentence of fragment of thought and is
in independent of the rest of the poem to make a meaning.

*Caesuras is a Latin word for cut. Caesura is a natural pause in a verse or a sentence, usually
reinforced by punctuation. When it is accompanied by a punctuation mark, it is called a
strong caesura. If there no punctuation, it is a weak caesura. More than one caesura can
occur in the same line or verse (Jose & Larioque, 2017).

Strong Caesura: Alas! For the days and months wasted

Weak Caesura: Alas if I but known the trials of life a little earlier

Not in the hands of boys,// but in their eyes

What Is It

Enjambment is derived from the French word enjambment

which means to step over, or put legs across. In poetry, it means
moving over from one line to another without a terminating punctuation mark. It can be
defined as a thought or sense, phrase or clause, in a line of poetry that does not end
at the line break, but moves over to the next line. In simple words, it is the running on
22
of a sense from one couplet or line to the next without a major pause or syntactical
break. Conversely, it runs into each other and make meaning in conjunction with each
other rather than independent units like end-stopped lines.

Features of an Enjambment

• Enjambment lines usually do not have a punctuation mark at the end.

• It is a running on of a thought from one line to another without final punctuation.
• It is used in poetry to trick a reader. Poets lead their readers to think of an idea, then
move on the next line, giving an idea that conflicts with it.
• Poets can achieve a fast pace or rhythm by using enjambment.
• Multiple ideas can be expressed without using semi-colons, periods, or commas.
• It helps reinforce the main idea that might seem to be confusing with pauses.
• It can be seen in different songs and poems.
• It helps readers to continue thinking about the idea, which is expressed in one line,
and which continues through to the next.

Functions of Enjambment
Enjambment can be used to surprise readers by delaying the meaning of a line
until the following line is read. Some writers use this technique to bring humorous
effects to their work. It is good to use in verse in order to create a sense of natural
motion.
In poetry, the role of enjambment is normally to let an idea carry on beyond the
restrictions of a single line. Another purpose of enjambment is to continue a rhythm
that is stronger than a permanent end-stop, wherein complicated ideas are expressed
in multiple lines.

Example of Enjambment from Literature

It is a Beauteous Evening
William Wordsworth

“It is a beauteous Evening, calm and free; The

holy time is quiet as a Nun
Breathless with adoration; the broad sun Is
sinking down in its tranquility;
The gentleness of heaven is on the Sea;
Listen! The mighty Being is awake,
And doth with his eternal motion make
A sound like thunder―everlastingly. …
“Thou liest in Abraham’s bosom all the year;
And worshipp’st at the Temple’s inner shrine,
God being with thee when we know it not.”
23
Explanation

This poem is a perfect example of enjambment. In this poem, every line is

running over to the next, while the sense is not finished at the end of lines, without
pause or break. None of the lines make sense – or stand on their own – without the
next line.

What’s More

Below are texts with specified cues on line break and enjambment. Identify the
item utilizes line break or enjambment. Write Line Break or Enjambment.
1. The poet labors all his 5. Ice crystals reflect the rays // Of
days// To build the beauty in his blazing sunrise.
rhyme. Lovely nature has something to
2. When rain drops are offer//
Exposed to sunlight, even you; so inhale the fresh air//
Colorless become vibrant. And, beautifully, learn by
3. Amongst the bushes and deciding where to go.
thorns// Beautiful red rose
blooms.
4. Cold morning time //

Assessment

Perfect Match!
Match the words in the box with the following statements/words below. Write A or B
as your answer.
A. Line Break B. enjambment
1. These are devices used to separate one line of the poetry from the other.

2. These are the lines where the line ends in the middle of the sentence. Therefore, the
line continues across several lines of the poem.
3. It helps the poet emphasize important words and hint at double meanings.
4. It can be classified into end stopped line, enjambment, and caesuras.
5. It is also called run on lines as it run into each other. Through this, it run forwards in
sense and punctuation into the next line.

24
Lesson METAPHOR
6

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Distinguish metaphor and write metaphorically.

What I Know

Metaphoric Magic! Choose which between the two sentences in each item is an
example of metaphor. Write the answer of your choice.
1. A. My dad is a bear.
B. My dad is as big as a bear.

2. A. The light is bright like the sun.

B. The light was the sun during our test.

3. A. This class is a three-ring circus

B. This class is just like a three-ring circus.

4. A. Audie was like a nervous cat before his test. B. Audie

was a nervous cat before his test.
5. A. My teacher’s steps sounded like thunder as she entered the
classroom. B. My teacher’s steps were thunder as she
entered the classroom.

What Is It

Metaphor, (as discussed in Module 1) is a figure of speech that makes an

implicit, implied, or hidden comparison between two things that are unrelated, but
which share some common characteristics. In other words, a resemblance of two

25
contradictory or different objects is made based on a single or some common
characteristics.
In simple English, when you portray a person, place, thing, or an action as being
something else, even though it is not actually that “something else,” you are speaking
metaphorically. For example, the phrase, “My brother is the black sheep of the family,”
is a metaphor because he is not a sheep, nor is he black. However, we can use this
comparison to describe an association of a black sheep with that person. A black sheep
is an unusual animal, which typically stays away from the herd, and the person being
described shares similar characteristics.

Common Speech Examples of Metaphors

1. My brother was boiling mad. (This implies he was too angry.)

2. The assignment was a breeze. (This implies that the assignment was not
difficult.)
3. It is going to be clear skies from now on. (This implies that clear skies are not a threat
and life is going to be without hardships)
4. The skies of his future began to darken. (Darkness is a threat; therefore, this
implies that the coming times are going to be hard for him.)
5. Her voice is music to his ears. (This implies that her voice makes him feel
happy)

What I Can Do

Metaphorical Magic

Directions: Write 3 sentences describing yourself using metaphor. The first one is
done for you.

Sample: I am the wind beneath your wings.

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

Write 2 sentences describing the ocean using metaphor.

4. ______________________________________________________________

5. ______________________________________________________________

26
Lesson OTHER EXPERIMENTAL
7 TEXTS

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Write typographical
poem.
2. Write concrete poem 3.
Write acrostic poem.

What Is It

I. Typography or ‘Shape Poem’, in creative writing, is the style,

arrangement, or appearance of printed letters on a page. The typological arrangement
of words is as important in conveying the intended effect as the meaning of words,
rhythm, rhyme and so on.

Source -concret-poe -i-a -you- sun.html

http://newplacenewmenewmrscrouch.blogspot.com/2010/07/
II. Concrete Poem is written to represent objects which they describe. The poem can be written in
the shape of the object. This form is also known as visual poetry.

Source: Swan and Shadow, John Hollander,

The Norton Anthology of Poetry
(New York, London, W.W. Norton & Company 1996).

28
III. Acrostic Poem uses the letter in a topic word to begin each line. All lines in the poem should
relate to or describe the poem.

Here’s the ‘free-form’ style, or ‘free verse’ structure that gives much freedom to
let your creativity flourish. Whether or not the lines in the poem should rhyme, is
optional. Below is an example of acrostic poem dedicated to ALMA.

Sample 1 Sample 2
A A – Amazing persona
L- Lady of L – Loving teacher
M- Many M – Most beautiful inside out
A - An angel on earth
A- Admirers

Sample 3
A is for ATTRACTIVE, you charm with your beauty
L is for LIMBER, flexible in nature
M is for MODEST, to the core A is for ANGELIC, you have a
kind heart
ALMA, a once-in-a-lifetime persona!

What I Can Do

Have fun about your name (can be your first name, nick name, or last name) using
acrostic poem. Choose words that can speak/describe about your character, personality and
behavior.

What’s More

HANDS ON, MINDS ON POETRY

The Challenge: Now it is your time to give a shot on writing your own shape poem. Write a
poem about LOVE in a heart form by following the steps below. Do this in a separate coupon
bond.
Step 1.
Draw an outline of a heart which symbolizes love. Make sure it is big enough
because you will write your poem inside it.
29
 Step 2: Brainstorming
Write at least 10 words or phrases about it (LOVE or Heart).

Brainstorm Box:

Step 3: Write your Poem

You are now ready to write your poem inside your heart-shaped drawing below.
Be sure to use the ideas you generated in your brainstorm box in step 2.

Lesson GENRE-CROSSING TEXTS

8

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Transpose poetry to prose and vice versa.

30
 What Is It

A GENRE-CROSSING TEXT

Have you ever imagined that poems can also be transformed onto prose or the
other way around? Yes! You can do some tricks and tweaks like making your poems
become narrative essays, descriptive paragraphs, scripts, and many more. We call
this work as GENRE-CROSSING TEXTS.

Prose Form Poetry Form

Sample 1
Sample 1
It was the best of times, it was the It was the best of times, it was the worst of
worst of times, it was the age of times, it was the age of wisdom, it was the age
wisdom, it was the age of foolishness, of foolishness, it was the epoch of belief, it was
it was the epoch of belief, it was the the epoch of incredulity, it was the season of
epoch of incredulity, it was the Light, it was the season of Darkness, it was the
season of Light, it was the season of spring of hope, it was the winter of despair, we
Darkness, it was the spring of hope, it had everything before us, we had nothing before
was the winter of despair, we had us, we were all going direct to Heaven, we were
everything before us, we had nothing all going direct the other way — in short, the
period was so far like the present period, that
before us, we were all going direct to
some of its noisiest authorities insisted on its
Heaven, we were all going direct the
being received, for good or for evil, in the
other way—in short, the period was
superlative degree of comparison only.
so far like the present period, that
some of its noisiest authorities Source https://zumpoems.com/2011/10/12/
insisted on its being received, for wednesday-poetry-challenge-1/
good or for evil, in the superlative
degree of comparison only.

31
Source https://en.wikipedia.org/wiki/
A_Tale_of_Two_Cities

Explanation

Prose is written in a paragraph form, while poetry is in verse/stanza style. In the evolution
of prose poetry, this has become a new trend in poetry writing today. Based from the example,
it shows how poetic has become the opening to Charles Dickens’s A Tale of Two Cities.

The above examples just simply pick a passage from a novel, essay or short
story that qualifies as prose, but for you is particularly poetic. Then without
changing a word or punctuation mark, reformat that so it appears to be poetry.

Prose Form Poetry Form

Sample 2 Sample 2

Time has come for us to leave this Time has come

island: a way to do such must be for us to leave this island:
discovered. a way to do such
must be discovered.

In the 2nd example, “Time has come for

us to leave this island: a way to do such must be discovered”, in its simple form
and written as a one-liner declarative sentence is reformatted to a poetry having four
(4) lines.
“Time has come for us to
leave this island:
a way to do such must be
discovered”.

Another way is you may choose to convert the text into poetry is by imposing
regular meter on the text such as given below:

We seek a ship to sail us from this place And steer

us on a course that takes us home or maybe both
meter and rhyme:
We seek a ship to sail us from this shore
to take us to the home we knew before
or maybe you are more inclined to an expressive open style:
Time
Time
Time
Ticking
Like the restless heart
Informing us We
must move on —
Leave this island.
Now.

Assessment

1. Write at least five words or phrase about your knowledge about GENRE-
CROSSING TEXT. Write it in each circle below.

33
Lesson TONE
9
What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Identify the tone inherent in poetry.

What I Know

“Tone Me Up”

Directions: Read and analyze the given lines from the selected poems. Extract the
tone conveyed in the lines of each item. Write only the letter of your answer.
1. All that I love?
Why, yes, but for the moment- And
for all time, both. A. loneliness
Something that folds and keeps easy,
B. sorrow
Son’s note or Dad’s one gaudy tie,
C. love
A roto picture of a queen, A
D. apathy
blue Indian shawl, even A
money bill.

“ Bonsai” by Edith Tiempo

2. This paper is a crane.

When its wings unfold,
The paper will be pure and empty. A. happiness
“Oregami” by Marjorie Evasco B. loneliness
C. excitement
D. fulfilment

3.”Life is difficult.” from “The Road Less Travelled” by M. Scott Peck

A. Joy C. sadness
B. Surprise D. excitement

34
 4. I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by, And
that has made all the difference.
“The Road Not Taken” by Robert Frost
A. Apathy
B. Gladness
C. Loneliness
D. nostalgic

5. Whenever Richard Cory went down town,

We people on the pavement looked at him: He
was a gentleman from sole to crown, Clean
favored, and imperially slim.

“Richard Cory” by Edwin Arlington Robinson

A. gladness
a. happiness
b. admiration
c. envy

What Is It

Tone, in written composition, is an attitude of a writer toward a subject or an

audience. Tone is generally conveyed through the choice of words, or the viewpoint of
a writer on a particular subject.
Every written piece comprises a central theme or subject matter. The manner in
which a writer approaches this theme and subject is the tone. The tone can be formal,
informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing
attitude. Consider the following examples of tone:
• “I want to ask the authorities what is the big deal? Why do they not control the
epidemic? It is eating up lives like a monster.”
• “I want to draw the attention of the appropriate authorities toward damage caused
by the epidemic. If steps are not taken to curb it, it will further injure our
community.”
The theme of both tone examples is the same. The only way we can
differentiate between them is their separate tone. The tone in the first example is
casual or informal while, it is more formal in the second.

35
Function of Tone
Tone, in a piece of literature, decides how the readers read a literary piece, and
how they should feel while they are reading it. It stimulates the readers to read a piece
of literature as a serious, comical, spectacular, or distressing manner. In addition,
tone lends shape and life to a piece of literature because it creates a mood. Moreover,
tone bestows voice to characters, and throws light on the personalities and
dispositions of characters that readers understand better.

Examples in Common Speech

We adopt a variety of tones in our day-to-day speech. This intonation of our

speech determines what message we desire to convey. Read a few examples below.

Example #1
Father: “We are going on a vacation.”
Son: “That’s great!!!” – The tone of son’s response is very
cheerful. Example #2
Father: “We can’t go on vacation this summer.”
Son: “Yeah, great! That’s what I expected.” –
The son’s tone is sarcastic.

Example #3
“Yeah, your grades on this exam will be as good as the previous
exams.” – The tone is pessimistic in this example. Example #4
“Can someone tell me what the hell is going on here?” –
This has an aggressive tone.

Examples in Literature

Example #1: The School (By Donald Barthelme)

Observe the tone of a short story, The School,
by Donald Barthelme:

“And the trees all died. They were orange trees. I don’t know why
they died, they just died. Something wrong with the soil possibly or
maybe the stuff we got from the nursery wasn’t the best. We complained
about it. So we’ve got thirty kids there, each kid had his or her own little
tree to plant and we’ve got these thirty dead trees. All these kids looking
at these little brown sticks, it was depressing.”

Explanation
The use of the adjectives “dead” and “depressing” sets a gloomy tone in the
passage. As trees signify life here, their unexpected “death” from an unknown cause
gives the above passage an unhappy and pessimistic tone.
36
Example #2: The Road Not Taken (By Robert Frost)
Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an
insight into the effect of tone:

“I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
Explanation
Frost tells us about his past with a “sigh,” this gives the above lines an unhappy
tone. This tone leads us into thinking that the speaker in the poem had to make a
difficult choice.

What I Have Learned

Let’s summarize the important concepts we learned from this lesson:

1. Free Verse is also called vers libre, which is a French word meaning “free verse.” It
is a literary device that is free from limitations of regular meter or rhythm, and does
not rhyme with fixed forms
2. Line Break is a poetic device which is used at the end of a line and the beginning of
the next line in a poem. It could be employed without traditional punctuation. It is a
method by which lines of poetry are divided to show a change in a metrical pattern.
3. Enjambment is derived from the French word enjambment which means to step
over, or put legs across. Enjambed lines are the lines in the middle of a sentence.
Therefore, the sentence continues across several lines of the poem
4. Metaphor is a figure of speech that makes an implicit, implied, or hidden
comparison between two things that are unrelated, but which share some
common characteristics. In other words, a resemblance of two contradictory or
different objects is made based on a single or some common characteristics.
5. Topography or shape poetry , in creative writing, is the style, arrangement, or
appearance of printed letters on a page.
6. Concrete poetry, or also known as visual poetry, is written to represent objects
which they describe.
7. Acrostic poetry uses the letter in a topic word to begin each line. All lines in the poem
should relate to or describe the poem.
8. Genre-crossing texts are a type of technique employed to transform prose into
poetry or the other way around.

37
 9. Tone is an attitude of a writer toward a subject or an audience. Tone is
generally conveyed through the choice of words, or the viewpoint of a writer
on a particular subject.

Assessment

Directions: Read the passage carefully taken from “The Passing of

Loku” and answer the questions that follow.
(The tale of Loku is applied to a large, ugly lizard which climbs to the rafters of
houses and gives the peculiar cry that suggests its name. This lizard, although
hideous, is harmless; it lives on centipedes. Its strange cry may be heard
everywhere in the Philippine Islands.)

Hundreds of years ago a very wicked king named Loku ruled the Philippines. He was
cruel and unjust, and condemned to death all who refused to do his bidding. He had
vast armies and made war on all until his name was feared everywhere.

His power was very great. He conquered every nation that opposed him and
killed so many people that the god, viewing the slaughter from his throne above,

sent an angel to order him to cease from warfare and to rule the land in peace.

1. What word in the passage indicates killing and death?

A. cruel B. cease
C. bidding D. slaughter
2. The mood in the second paragraph is best described as
A. concerned B. sad
C. alarming D. frightening

Loku was in his palace, planning an assault on his neighbors, when a soft

light filled the chamber, and a beautiful angel appeared and delivered the mandate
of the master.

The cruel king paid no heed, but dismissed the holy messenger in scorn.
"Tell your master," said he, "to deliver his message in person. I do not deal with
messengers. I am Loku. All fear my name. I am the great Loku."

38
 Hardly had he spoken when the palace shook to its foundations and a mighty
voice thundered, "Is it thus thou Slightest my word? Thou art Loku. All shall indeed

know thy name. From every crevice thou shalt forever cry it in a form that suits thy
ill nature."

3. It could be inferred in the second paragraph that Loku is

A. a hospitable king B. a shy ruler
C. a brave warrior D. an arrogant person
4. Based on the dialogue between Loku and the messenger, it could be predicted that
A. Loku will kill many people B. the god will be punishing Loku
C. the messenger will go home D. a feast will be held in the palace

The courtiers, alarmed by the shock, rushed to the king's chamber, but Loku
was nowhere to be found. The royal robes lay scattered on the floor and the only
living thing to be seen was an ugly lizard that blinked at them from among the plans
on the table.

They searched far and wide, and when no trace of the king could be found the
courtiers divided the kingdom and ruled so wisely and well that there was peace
for many years.
As for Loku, you may still hear him fulfilling his punishment. From crack and crevice,
tree and shrub, he calls his name from dark till dawn: "Lok-u! Lok-u! Lok-
u!"
And he must cry it forever.

5. What tone is expressed in the first paragraph of the passage?

A. pleasant B. stressful C. hateful
D. exciting
6. What could be concluded in the passage?
A. Loku was still angry with god.
B. Crying was Loku’s punishment.
C. Loku felt sorry for his arrogance.
D. Loku turned to a lizard.

39